Ponències/Comunicacions de congressoshttp://hdl.handle.net/2117/16605
Sat, 10 Dec 2016 03:12:34 GMT2016-12-10T03:12:34ZDetecting which teaching competences should be reinforced in an engineering lecturer training programhttp://hdl.handle.net/2117/96518
Detecting which teaching competences should be reinforced in an engineering lecturer training program
López Álvarez, David; Pérez Poch, Antoni
In Catalonia (Spain), each university is required by law to offer lecturers a learning framework. This requirement is met by specialized centers: at our technical university, Universitat Politècnica de Catalunya (UPC) this center is the Institute for Education Sciences (ICE), to which the authors of this article belong. This institute offers training to both new and senior lecturers. This training is voluntary because no specific teacher training background is required for teaching at the university, other than knowledge of the subject to be taught.
UPC only offers degrees in architecture, mathematics and engineering. We do not have schools and departments of psychology or education, or a tradition of social science methods among our faculty. Our lecturers do have the technical competences required for teaching, but not necessarily the professional competences required for good teaching practice. This is particularly problematic in university of engineering studies, which traditionally have one of the highest dropout rates in higher education.
The opinions of lecturers on their own teaching depend on the students they have had, the subject they teach, their previous experience and the beliefs that guide their work. These beliefs are consistent with and depend on the teaching style of each lecturer, so they are fairly stable and resistant to change. It is difficult for a lecturer to Change her or his beliefs, particularly if they are intuitively reasonable. For such a change to occur, the lecturer has to feel somewhat dissatisfied. In addition, the lecturer must be offered an intelligible and apparently useful alternative; and finally, the lecturer has to find a way to connect these new beliefs with their previous ones. Lecturer training in Engineering has been studied in recent years. The studies focus on the methods and tools required for quality teaching practice. However, a paradigm shift in learning is taking place. In the European Higher Education Area we are moving from content-based to competence-based learning. We therefore believe that lecturer training should also be based on competences such as communication capability, and syllabus planning and management.
Fri, 11 Nov 2016 09:41:32 GMThttp://hdl.handle.net/2117/965182016-11-11T09:41:32ZLópez Álvarez, DavidPérez Poch, AntoniIn Catalonia (Spain), each university is required by law to offer lecturers a learning framework. This requirement is met by specialized centers: at our technical university, Universitat Politècnica de Catalunya (UPC) this center is the Institute for Education Sciences (ICE), to which the authors of this article belong. This institute offers training to both new and senior lecturers. This training is voluntary because no specific teacher training background is required for teaching at the university, other than knowledge of the subject to be taught.
UPC only offers degrees in architecture, mathematics and engineering. We do not have schools and departments of psychology or education, or a tradition of social science methods among our faculty. Our lecturers do have the technical competences required for teaching, but not necessarily the professional competences required for good teaching practice. This is particularly problematic in university of engineering studies, which traditionally have one of the highest dropout rates in higher education.
The opinions of lecturers on their own teaching depend on the students they have had, the subject they teach, their previous experience and the beliefs that guide their work. These beliefs are consistent with and depend on the teaching style of each lecturer, so they are fairly stable and resistant to change. It is difficult for a lecturer to Change her or his beliefs, particularly if they are intuitively reasonable. For such a change to occur, the lecturer has to feel somewhat dissatisfied. In addition, the lecturer must be offered an intelligible and apparently useful alternative; and finally, the lecturer has to find a way to connect these new beliefs with their previous ones. Lecturer training in Engineering has been studied in recent years. The studies focus on the methods and tools required for quality teaching practice. However, a paradigm shift in learning is taking place. In the European Higher Education Area we are moving from content-based to competence-based learning. We therefore believe that lecturer training should also be based on competences such as communication capability, and syllabus planning and management.A design pattern for skills based lecturer training programshttp://hdl.handle.net/2117/86121
A design pattern for skills based lecturer training programs
López Álvarez, David; Adam Salvatierra, Araceli; Delgado Garcia, María José; Mayol Sarroca, Enric; Alier Forment, Marc
In recent years the paradigm of teaching and learning is changing. Among the changes we see a shift from content oriented teaching to a skills oriented teaching, student effort measuring credits and the stress on professional skills. But all these changes scarcely take place in lecturer training programs. This paper presents a research conducted in a technical university to conceive a lecturer training program based on the essential skills to have as a lecturer. Work began in 2011 and has been developed with the action-research method. First we determine the skills required to be a lecturer. This was followed by the implementation of a training program and a critical analysis of the first semesters of the program, as well as a proposal of improvement actions. Here are the steps taken and lessons learned in this process.
Mon, 25 Apr 2016 07:15:11 GMThttp://hdl.handle.net/2117/861212016-04-25T07:15:11ZLópez Álvarez, DavidAdam Salvatierra, AraceliDelgado Garcia, María JoséMayol Sarroca, EnricAlier Forment, MarcIn recent years the paradigm of teaching and learning is changing. Among the changes we see a shift from content oriented teaching to a skills oriented teaching, student effort measuring credits and the stress on professional skills. But all these changes scarcely take place in lecturer training programs. This paper presents a research conducted in a technical university to conceive a lecturer training program based on the essential skills to have as a lecturer. Work began in 2011 and has been developed with the action-research method. First we determine the skills required to be a lecturer. This was followed by the implementation of a training program and a critical analysis of the first semesters of the program, as well as a proposal of improvement actions. Here are the steps taken and lessons learned in this process.Designing an informal learning support frameworkhttp://hdl.handle.net/2117/85403
Designing an informal learning support framework
Galanis, Nikolaos; Mayol Sarroca, Enric; Alier Forment, Marc; García Peñalvo, Francisco José
Informal learning, alongside competence-based learning and learning outcomes is getting a lot of attention lately. A large number of countries and organizations are busy defining guidelines for validating and evaluating informal learning experiences and formalizing its outcomes. In a globalized society where technology has brought together different cultures and educational systems, managing to keep track of a learner's competences is a daunting task, and especially when trying to take into account the competences acquired through informal means. We are proposing a framework to gather, organize, evaluate and showcase a user's informal learning using a largely social approach.
Fri, 08 Apr 2016 10:03:01 GMThttp://hdl.handle.net/2117/854032016-04-08T10:03:01ZGalanis, NikolaosMayol Sarroca, EnricAlier Forment, MarcGarcía Peñalvo, Francisco JoséInformal learning, alongside competence-based learning and learning outcomes is getting a lot of attention lately. A large number of countries and organizations are busy defining guidelines for validating and evaluating informal learning experiences and formalizing its outcomes. In a globalized society where technology has brought together different cultures and educational systems, managing to keep track of a learner's competences is a daunting task, and especially when trying to take into account the competences acquired through informal means. We are proposing a framework to gather, organize, evaluate and showcase a user's informal learning using a largely social approach.Breaking barriers on reuse of digital devices ensuring final recyclinghttp://hdl.handle.net/2117/83783
Breaking barriers on reuse of digital devices ensuring final recycling
Franquesa Griso, David; Navarro Moldes, Leandro; López Álvarez, David; Bustamante, Xavier; Lamora, Santiago
Digital Devices or Electric and Electronic Equip- ment (EEE) are scrapped at an alarming rate instead of being salvaged, fixed, and reused. For the reuse sector to flourish, donors, receivers, and reuse centers need services and technolo- gies to gain effectiveness, efficiency, and traceability to reach the goal of greatly extending the lifetime of devices and still ensuring their final recycling. The main challenges to overcome are access to sufficient good-quality used devices, quick prepa- ration of those with greatest potential for reuse, ability to make direct donations, guarantee that reused devices are eventually recycled, communication of the social and environmental value of reuse, establishing a system to reward donors, and ensuring commitment of receivers of reused devices to recycling. We present a set of open-source tools based on a distributed platform ecosystem that supports direct donation of devices. Devices are prepared for reuse in the donor’s location, and receivers collect them. Malicious users are discouraged by a reputation scheme to reward cooperative receivers that reuse devices and track them until disposed to recycling agents. This reduces costs, and minimizes EEE losses as there is no need for a central logistic system or centralizing the engagement of donors on charity projects. The background and foreground Intellectual Property follows an open model (unrestricted), as the goal is to bootstrap the reuse process, generate local efficiencies, guarantee final recycling, and ensure traceability. Pilots already performed for more than four years and two thousand devices validate the model with 80% traceability of device components.
Thu, 03 Mar 2016 17:06:59 GMThttp://hdl.handle.net/2117/837832016-03-03T17:06:59ZFranquesa Griso, DavidNavarro Moldes, LeandroLópez Álvarez, DavidBustamante, XavierLamora, SantiagoDigital Devices or Electric and Electronic Equip- ment (EEE) are scrapped at an alarming rate instead of being salvaged, fixed, and reused. For the reuse sector to flourish, donors, receivers, and reuse centers need services and technolo- gies to gain effectiveness, efficiency, and traceability to reach the goal of greatly extending the lifetime of devices and still ensuring their final recycling. The main challenges to overcome are access to sufficient good-quality used devices, quick prepa- ration of those with greatest potential for reuse, ability to make direct donations, guarantee that reused devices are eventually recycled, communication of the social and environmental value of reuse, establishing a system to reward donors, and ensuring commitment of receivers of reused devices to recycling. We present a set of open-source tools based on a distributed platform ecosystem that supports direct donation of devices. Devices are prepared for reuse in the donor’s location, and receivers collect them. Malicious users are discouraged by a reputation scheme to reward cooperative receivers that reuse devices and track them until disposed to recycling agents. This reduces costs, and minimizes EEE losses as there is no need for a central logistic system or centralizing the engagement of donors on charity projects. The background and foreground Intellectual Property follows an open model (unrestricted), as the goal is to bootstrap the reuse process, generate local efficiencies, guarantee final recycling, and ensure traceability. Pilots already performed for more than four years and two thousand devices validate the model with 80% traceability of device components.Brain activity changes induced by open and closed eyes during low-g maneuvershttp://hdl.handle.net/2117/80863
Brain activity changes induced by open and closed eyes during low-g maneuvers
Dubert, D.; Ruiz, Xavier; Gavaldà, Josefina; Pérez Poch, Antoni
The present work reports and discuses the changes in brain
bioelectrical signals induced on normal subjects by open and
closed eyes during their first parabolic flight in a small
aerobatic plane. A parabolic flight maneuver is characterized by
gravity changes from 1g to ~3g (first hypergravity phase, P1) to
~0.05g (hypogravity phase, P2) to ~ 2g (second hypergravity
phase, P3) to 1g (inflight phase, B1). EEG signals have been
obtained using a 14 channels EMOTIV EPOC device. Digital
preprocessing techniques have been applied in order to properly
clean all the experimental signals. Standardized Low Resolution
Brain Electromagnetic Tomography (sLORETA) allowed
obtaining intracranial activity. Statistical analysis of this
intracranial activity was performed by using analysis of
variance techniques (ANOVA). If ANOVA results were
significant, post-hoc analyses were carried out. The results
clearly show a decreasing of the intracranial activity during the
hypogravity phase with open and closed eyes. Concerning mean
values, significant differences have been detected between the
hypogravity, P2, and both hypergravity phases, P1 and P3.
Significant differences have also been detected for open eyes, by
lobes. To check if intracranial activity presents significant
differences along the phases, Even Related Potential, ERP,
analyses were carried out. For both open and closed eyes tests,
sLORETA images show statistical significant differences in the
Brodmann areas 18 (Left Occipital Lobe) and 39 (Right
Temporal Lobe) between B1-P2, respectively.
Thu, 17 Dec 2015 12:22:53 GMThttp://hdl.handle.net/2117/808632015-12-17T12:22:53ZDubert, D.Ruiz, XavierGavaldà, JosefinaPérez Poch, AntoniThe present work reports and discuses the changes in brain
bioelectrical signals induced on normal subjects by open and
closed eyes during their first parabolic flight in a small
aerobatic plane. A parabolic flight maneuver is characterized by
gravity changes from 1g to ~3g (first hypergravity phase, P1) to
~0.05g (hypogravity phase, P2) to ~ 2g (second hypergravity
phase, P3) to 1g (inflight phase, B1). EEG signals have been
obtained using a 14 channels EMOTIV EPOC device. Digital
preprocessing techniques have been applied in order to properly
clean all the experimental signals. Standardized Low Resolution
Brain Electromagnetic Tomography (sLORETA) allowed
obtaining intracranial activity. Statistical analysis of this
intracranial activity was performed by using analysis of
variance techniques (ANOVA). If ANOVA results were
significant, post-hoc analyses were carried out. The results
clearly show a decreasing of the intracranial activity during the
hypogravity phase with open and closed eyes. Concerning mean
values, significant differences have been detected between the
hypogravity, P2, and both hypergravity phases, P1 and P3.
Significant differences have also been detected for open eyes, by
lobes. To check if intracranial activity presents significant
differences along the phases, Even Related Potential, ERP,
analyses were carried out. For both open and closed eyes tests,
sLORETA images show statistical significant differences in the
Brodmann areas 18 (Left Occipital Lobe) and 39 (Right
Temporal Lobe) between B1-P2, respectively.Entrenar y evaluar competencias, ¿algo que ver con el triatlón?http://hdl.handle.net/2117/77406
Entrenar y evaluar competencias, ¿algo que ver con el triatlón?
Marqués Andrés, María Mercedes; Pérez Poch, Antoni
Este trabajo recoge nuestra inquietud y nuestras reflexiones sobre cómo debería tener lugar la evaluación de competencias específicas en los planes de estudios emanados del Espacio Europeo de Educación Superior.
Wed, 07 Oct 2015 11:43:39 GMThttp://hdl.handle.net/2117/774062015-10-07T11:43:39ZMarqués Andrés, María MercedesPérez Poch, AntoniEste trabajo recoge nuestra inquietud y nuestras reflexiones sobre cómo debería tener lugar la evaluación de competencias específicas en los planes de estudios emanados del Espacio Europeo de Educación Superior.Social network analysis approaches for social learning supporthttp://hdl.handle.net/2117/28212
Social network analysis approaches for social learning support
Amo Filvà, Daniel; García Peñalvo, Francisco José; Alier Forment, Marc
Considered as a branch of learning analytics, social network analysis is the actual procedure allowing us to study interactions and relations between individuals in a social network. Given that educational roles need reliable methods to understand and optimize their social learning environment, it seems clear that social network analysis is the best suited approximation. Despite the abovementioned, very few learning management systems integrate these kinds of tools to help teachers and students enhance their social learning processes. The aim of this paper is to encourage learning management systems engineers to integrate (as default) tools for social network analysis. This way, social network analysis is presented in its fundamentals and applicability to different social learning situations. Moreover, researchers are also encouraged to work on easy models of use for both teachers and learning management system engineers.
Mon, 08 Jun 2015 11:09:00 GMThttp://hdl.handle.net/2117/282122015-06-08T11:09:00ZAmo Filvà, DanielGarcía Peñalvo, Francisco JoséAlier Forment, MarcConsidered as a branch of learning analytics, social network analysis is the actual procedure allowing us to study interactions and relations between individuals in a social network. Given that educational roles need reliable methods to understand and optimize their social learning environment, it seems clear that social network analysis is the best suited approximation. Despite the abovementioned, very few learning management systems integrate these kinds of tools to help teachers and students enhance their social learning processes. The aim of this paper is to encourage learning management systems engineers to integrate (as default) tools for social network analysis. This way, social network analysis is presented in its fundamentals and applicability to different social learning situations. Moreover, researchers are also encouraged to work on easy models of use for both teachers and learning management system engineers.Developing win-win solutions for virtual placements in informatics: The VALS casehttp://hdl.handle.net/2117/28193
Developing win-win solutions for virtual placements in informatics: The VALS case
García Peñalvo, Francisco José; Gruz Benito, Juan; Griffiths, Dai; Sharples, Paul; Wilson, Scott; Johnson, Mark; Papadopoulos, George; Achilleos, Achilleas; Alier Forment, Marc; Galanis, Nikolaos; Conde Gonzalez, Miguel Angel; Pessot, Elena; Elferink, Raymond; Veenendaal, Edwin; Lee, Steve
The placements and internships are one of the main paths to get professional background and some skills for students, especially in areas like informatics and computer sciences. The European-funded VALS project tries to promote the virtual placements and establish a new initiative in virtual placements called Semester of Code. This initiative binds higher education institutions, students, companies, foundations and Open Source projects in order to create virtual placements and solve needs that they have in relation with those placements. This paper introduces some projects about virtual placements that other institutions and companies perform, also the paper describes the needs, opinions and considerations about the virtual placements for each stakeholder involved in the placements, to finally explain the design decisions and actions behind the Semester of Code, and how they are intended to get better virtual placements and successful results.
Fri, 05 Jun 2015 09:34:47 GMThttp://hdl.handle.net/2117/281932015-06-05T09:34:47ZGarcía Peñalvo, Francisco JoséGruz Benito, JuanGriffiths, DaiSharples, PaulWilson, ScottJohnson, MarkPapadopoulos, GeorgeAchilleos, AchilleasAlier Forment, MarcGalanis, NikolaosConde Gonzalez, Miguel AngelPessot, ElenaElferink, RaymondVeenendaal, EdwinLee, SteveThe placements and internships are one of the main paths to get professional background and some skills for students, especially in areas like informatics and computer sciences. The European-funded VALS project tries to promote the virtual placements and establish a new initiative in virtual placements called Semester of Code. This initiative binds higher education institutions, students, companies, foundations and Open Source projects in order to create virtual placements and solve needs that they have in relation with those placements. This paper introduces some projects about virtual placements that other institutions and companies perform, also the paper describes the needs, opinions and considerations about the virtual placements for each stakeholder involved in the placements, to finally explain the design decisions and actions behind the Semester of Code, and how they are intended to get better virtual placements and successful results.The effects of massiveness on the participation in social technologies: A MOOC in secondary educationhttp://hdl.handle.net/2117/28190
The effects of massiveness on the participation in social technologies: A MOOC in secondary education
Amo Filvà, Daniel; Casany Guerrero, María José; Alier Forment, Marc
This paper presents a research conducted in a secondary education context where social and web 2.0 technologies and MOOC methodologies were involved. Considering that many researchers placed social and web 2.0 technologies as beneficial in the classroom in relation to the development of specific competences, the aim of the research was to test the MOOC methodology as an enhancer of participation and interaction in the use of such technologies. The research was conducted among more than 300 Spanish students in order to describe the positive or negative effects of massiveness in social participation. In this aspect, two courses were conducted under the same social structure and methodology in order to be contrasted. One of the courses considered as the control group had 18% of the students enrolled. The other course was considered as the massified group and had 82% of the students enrolled, and therefore, considered as the MOOC. In relation to the analysis of both courses, a quantitative methodology has been used in order to carry out a descriptive approach. Regarding a quantitative point of view, the results of the research conclude that the experience of incorporating a MOOC in a secondary education environment is positive with regard to the integration and participation in social technologies.
Fri, 05 Jun 2015 08:57:20 GMThttp://hdl.handle.net/2117/281902015-06-05T08:57:20ZAmo Filvà, DanielCasany Guerrero, María JoséAlier Forment, MarcThis paper presents a research conducted in a secondary education context where social and web 2.0 technologies and MOOC methodologies were involved. Considering that many researchers placed social and web 2.0 technologies as beneficial in the classroom in relation to the development of specific competences, the aim of the research was to test the MOOC methodology as an enhancer of participation and interaction in the use of such technologies. The research was conducted among more than 300 Spanish students in order to describe the positive or negative effects of massiveness in social participation. In this aspect, two courses were conducted under the same social structure and methodology in order to be contrasted. One of the courses considered as the control group had 18% of the students enrolled. The other course was considered as the massified group and had 82% of the students enrolled, and therefore, considered as the MOOC. In relation to the analysis of both courses, a quantitative methodology has been used in order to carry out a descriptive approach. Regarding a quantitative point of view, the results of the research conclude that the experience of incorporating a MOOC in a secondary education environment is positive with regard to the integration and participation in social technologies.Integració i avaluació de la competència genèrica transversal actitud adequada davant el treball en assignatures de bases de dadeshttp://hdl.handle.net/2117/28186
Integració i avaluació de la competència genèrica transversal actitud adequada davant el treball en assignatures de bases de dades
Martín Escofet, Carme; Urpí Tubella, Antoni; Burgués Illa, Xavier; Romero Moral, Óscar; Abelló Gamazo, Alberto; Casany Guerrero, María José; Quer Bosor, Maria Carme; Rodríguez González, M. Elena
El canvi al nou Espai Europeu d'Educació Superior va portar a la Facultat d’Informàtica de Barcelona de la Universitat Politècnica de Catalunya a incorporar competències genèriques tranversals en els seus plans d’estudi. En aquest article es presenta com s’ha integrat la competència actitud adequada davant el treball en les assignatures de bases de dades del Grau en Enginyeria Informàtica en la especialitat d’Enginyeria del Software, el mètode d’avaluació utilitzat i es comenten els resultats obtinguts en els darrers tres anys.
Fri, 05 Jun 2015 08:07:44 GMThttp://hdl.handle.net/2117/281862015-06-05T08:07:44ZMartín Escofet, CarmeUrpí Tubella, AntoniBurgués Illa, XavierRomero Moral, ÓscarAbelló Gamazo, AlbertoCasany Guerrero, María JoséQuer Bosor, Maria CarmeRodríguez González, M. ElenaEl canvi al nou Espai Europeu d'Educació Superior va portar a la Facultat d’Informàtica de Barcelona de la Universitat Politècnica de Catalunya a incorporar competències genèriques tranversals en els seus plans d’estudi. En aquest article es presenta com s’ha integrat la competència actitud adequada davant el treball en les assignatures de bases de dades del Grau en Enginyeria Informàtica en la especialitat d’Enginyeria del Software, el mètode d’avaluació utilitzat i es comenten els resultats obtinguts en els darrers tres anys.